EFFECT OF TRAINING OPPORTUNITIES ON TEACHER TURNOVER INTENTION IN PUBLIC SECONDARY SCHOOLS IN WEST POKOT COUNTY, KENYA

Andrew Kokodwang, Simon Kipkenei, Sarah Likoko

Abstract


This study examined the effect of training opportunities on teacher turnover intention in public secondary schools in West Pokot County, Kenya. The study was guided by the hypothesis that training opportunities have no statistically significant effect on teacher turnover intention. Data were collected from 213 teachers and analyzed using descriptive statistics, Pearson correlation, and simple linear regression. The findings revealed inadequate access to mentorship programs, scholarships, and institutional support for workshops and seminars despite the availability of some training opportunities. Correlation results indicated significant relationships between teacher turnover intention and mentorship programs (r = 0.685, p < 0.05), workshops and seminars (r = 0.486, p < 0.05), scholarships (r = 0.467, p < 0.05), and facilitated training (r = 0.376, p < 0.05). Regression analysis established that training opportunities significantly predicted teacher turnover intention (R² = 0.346, F = 39.254, p < 0.001). The study concludes that training opportunities significantly influence teacher turnover intention and recommends strengthening professional development programs to improve teacher retention.

Keywords


training opportunities, professional development, teacher turnover intention, teacher retention

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i7.6820

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